International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 1
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eacher Educators' Self-Efficacy Towards Open-Book Examinations

Author(s) Mr. Ajit Kumar Singh
Country India
Abstract The goal of an examination is to evaluate learning outcomes. However, traditional education systems evaluate mainly lower-order skills compared to higher-order skills. NEP 2020 focuses on the development of higher-order cognitive skills. Therefore, NEP 2020 speculates that curriculum, pedagogy, and assessment may inculcate creativity, critical thinking, higher-order thinking, and problem-solving abilities among students. Therefore, an evaluation system that could evaluate and ensure the achievement of higher-order skills needs to be adopted. An open-book exam is an approach that shifts the focus from memorization to deeper understanding, in which the assessment focuses on assessing the application of knowledge in real-world contexts. Particularly at the higher education level, encourage students to engage more critically with learning materials. Although, teacher educators had not real experiences about open book examinations but their extensive teaching experience, proper knowledge of philosophy, modus of operandi of open-book exams and online assessments during COVID 19 provided a relevant foundation to explore perceived self-efficacy towards adopting open book examinations. An online survey was conducted on the teacher educators from the Department of Education. The study found that teacher educators possess a favorable perception of open-book exams and suggest that the organization of training programs to strengthen their competencies in aligning assessment with learning outcomes and integrating digital tools meaningfully.
Keywords Open-Book Exam, Higher-order Skills, Higher Education, Traditional Evaluation System, Outcome-Based Education
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-31
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67713
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E-ISSN 2582-2160
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